ADVANCED PLACEMENT BIOLOGY Alamo Heights High School SCOPE AND SEQUENCE COURSE OVERVIEW This AP Biology course has been designed to fulfill the curricular requirements set forth by the College Board by ensuring that the four Big Ideas (the process of evolution drives the diversity and unity of life; biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis; living systems store, retrieve, transmit, and respond to information essential to life processes; biological systems interact, and these systems and their interactions possess complex properties) are the central focus lasting throughout the entire year. This task is accomplished by integrating the designated Understandings, Essential Knowledge statements, and Learning Objectives that support each of the four Big Ideas. [CR2] The concept of evolution is continuously emphasized throughout the course to make certain that the students recognize the interrelationship between biological topics. [CR2, CR3a, CR4a, CR4b, CR4c, CR4d] The course meets every day for 50 minutes with each class spent in either lecture/discussion or a laboratory setting. Throughout each class period, an emphasis is placed on delivering the information to students in a manner that supports the concept of science being a process rather than an accumulation of facts. [CR2] This is accomplished with discussion based lecturing, critical thinking activities (manipulatives and hands- on mini- labs), and the inquiry based laboratory component that fulfills the objectives as listed in the Curriculum Framework (minimum of 25 percent of instructional time). [CR7] Students will conduct a minimum of eight inquiry- based investigations (two per Big Idea throughout the course with an emphasis placed on the seven science practices defined by the AP Curriculum Framework. [ Upon completion of each laboratory experiment, students will be evaluated based on a formal lab report (introduction, methods, data collection, data analysis, and conclusion) which will provide the opportunity to develop their verbal, written and graphic communication skills. [CR8] Oral and graphic presentations will also be required following selected laboratory experiments. [CR8] On average, two field trips are scheduled during the year in order to expose the students to current research occurring at local facilities and a chance to conduct scientific experimentation in a natural setting (State Parks). [CR2 and CR7] With the ever- changing science of biology, an emphasis is placed on the application of biological knowledge and critical thinking to environmental and social concerns by having the students participate in current events, special readings, and independent research projects. [CR5] Units of instruction are assessed with AP style exams (multiple choice questions, with 5 answer choices, and free- response questions), projects, and presentations. Laboratory experiments are assessed with formal lab reports, pre- lab and post- lab quizzes, and questions on the unit exam. INSTRUCTIONAL RESOURCES Campbell, Neil A. and Reece, Jane B. Biology. 7 th Edition. California: Pearson Education, Inc., 2005. [CR1]
AP Biology Investigative Lab: An Inquiry- Based Approach, The College Board, 2012. [CR6, CR7, CR8] Morgan, Judith G. and Carter, Eloise B. Investigating Biology Lab Manual, 4 th Edition, San Francisco, CA: Benjamin Cummings, 2002. [CR6, CR7, CR8] Advanced Biology with Vernier: Experiments for AP and College Biology, Vernier Software and Technology, 2010. [CR6, CR7, CR8] Carolina Investigations for AP Biology, Carolina Biological Supply Company, 2011. [CR6, CR7, CR8] Discovery DNA: Experimental Resource Guide, Edvotek Biotechnology Educational Company, 2012. [CR6, CR7, CR8] Laying the Foundations: A Resource and Strategies Guide for Biology, Advanced Placement Strategies, Inc.. [CR6, CR7, CR8] Current events and special readings derived from current scientific journals (Nature, Science, Scientific American, and the PLOS website). [CR5 and CR8] COURSE PERSPECTIVE ORGANISMAL DIVERSITY AND INTERACTIONS (Big Idea 1 and 4) TOPICS READINGS/VIEWINGS ACTIVITY/LABS DISCUSSION Ecology Chapters 25, 26, 50-55 Lab: Yeast Population The Species - Biodiversity Growth (Vernier) Interaction inquiry - Biological Organization [CR3d and Lab: Species laboratory experiment connects Big Idea 4 - Species Concept (Relatedness) Interaction (Carolina) [CR3a, CR3d, (interactions) and - Organismal Interactions [CR4d] Lab: Dissolved Oxygen and Primary Understanding 4.B (competition and - Biogeochemical Cycles Productivity [CR3a and cooperation) to Big Idea 1 (evolution) - Movement of Matter and Energy (see list of journals in Lab: Animal Behavior (Carolina) [CR3a, [CR3d] incorporating SP3, - Populations Instructional CR3d, SP4, SP5, SP6, and SP7 - Communities Resources section) Lab: Fruit Fly Behavior [ - Ecosystems - Activity Time Budget (College Board) [CR3a, - Human Interactions during Foraging Trips of Emperor Penguins - Freshwater Killer Whales : Beaching Behavior of an Alien Fish to Hunt Land Birds - Magnetic Alignment in Carps: Evidence CR3c, CR3d and Activity: Petals Around a Rose/Critical Thinking Skills [CR4d and Case Study: Species Interaction from s [CR4a, CR4d, The Fruit Fly Behavior Big Idea 4 (interactions ) and Understanding 4C (diversity affects interactions) to Big
from the Czech Christmas Fish Market [CR4d] Field Trip: Conduct ecologically based experimentation in a natural setting [CR4d] Idea 3 (information) and Big Idea 1 (evolution) [CR3d] incorporating SP1, SP 3-5 [ Biochemistry - Interaction of Biological Molecules - Enzymatic Activity Cell Structure & Transport - Cellular Size - Prokaryotic and Eukaryotic Comparison - Cellular Organization - Cell Membranes - Maintenance of Cellular Homeostasis Cellular Energetics - Free Energy - Metabolism - Cellular Respiration - Photosynthesis - Feedback Mechanisms Cellular Reproduction - The Cell Cycle - Meiosis - Apoptosis CELLULAR BIOLOGY (Big Idea 1-4) Chapters 2-10, 12-13 [CR4b] - Q&A: What is regeneration, and why look to planarians for answers? - What determines cell size? - Plant Compound Blocks Action of Cancer Genes [CR4b] Book review and summary of The Immortal Life of Henrietta Lacks by Rebecca Skloot [CR5] Lab: Enzyme Activity (Carolina) [CR3b, CR3d, and Activity: Microscope Measurement (Laying the Foundations) [CR4b and Activity: Plant vs. Animal Cell (Teacher Designed) [CR3b, CR4b, Lab: Diffusion and Osmosis (College Board) [CR3a, CR3b and Activity: The Fluid Mosaic (Laying the Foundations) [CR3b, CR4b, Lab: Cellular Respiration (College Board) [CR3a, CR3b, Lab: Photosynthesis (College Board) [CR3a, CR3b, CR3c, and Lab: Mitosis/Meiosis Upon conclusion of reading the article Freshwater Killer Whales, the student is able to use representations and models to analyze how cooperative interactions within organisms promotes efficiency in the use of energy and matter LO 4.18 [CR4d] The Diffusion and Osmosis inquiry laboratory experiment connects Big Idea 2 (cellular processes) and Understanding 2.B (homeostasis) with Big Idea 1 (evolution) [CR3b] [ The Photosynthesis investigation connects Big Idea 2 (cellular processes) and Understanding 2.A (free energy) with Big Idea 1 (evolution) and (information) [CR3b] [
- Regulation Mechanisms (Carolina) and Crossing Over [CR3a, CR3c, Activity: Chromosomal Manipulation(Laying the Foundations) [CR3b and CR4b] During the Fluid Mosaic Modeling activity, the students constructs models that connect the movement of molecules across membranes with membrane structure and function LO 2.11 [CR4b] Gene Inheritance - Medelian Genetics - Non- Mendelian Genetics - Genetic Variation - Genetic Disorders Chromosomal Inheritance - Gene Linkage - Gene Recombination Molecular Genetics - DNA as the Inheritable Information - Structure and Function of DNA - Protein Synthesis - Variation Due to Mutations - Gene Regulation - Gene Expression GENETICS (Big Idea 1 and 3) Chapters 14-21 [CR4c] - The Circadian Clock Coordinates Ribosome Biogenesis [CR4c] Series Scanning Life s Matrix: Genes, Proteins, and Small Molecules with class Lab: PCR Human Genotypes (Edvotek) [CR3a, CR3c, Lab: Genetics of Corn with Statistical Analysis (Teacher Designed) [CR3a, CR3c, Lab: Genetics of Drosophila with Statistical Analysis [CR3a, CR3c, CR3d, Lab: Biotechnology Restriction Enzyme Analysis of DNA (College Board) [CR3a, CR3c, Lab: Bacterial Transformation: Jellyfish Fluorescent Gene (Edvotek) [CR3a, The book review and summary of The Immortal Life of Henrietta Lacks provides students with the opportunity to connect their biological and scientific knowledge to major social and ethical issues involved in biological research [CR5] The Biotechnology Restriction Enzyme Analysis of DNA (information) and Understanding 3.A (heritable information) with Big Idea 1 (evolution) [CR3c] [ The Genetics of Drosophila with Statistical Analysis
- Biotechnology discussion [CR3a, CR3c, CR4a, CR4c] Population Genetics - Darwin and Natural Selection - Population Genetics - Speciation Origin of Life - Hypotheses - Importance of Extinctions - Progression of Life Phylogeny and Systematics - Phylogenetic Tree - Cladistics - Shared Characters Series Potent Biology: Stem Cells, Cloning, and Regeneration with class discussion. [CR3b, CR3c, CR4b, CR4c] Genetic Problem Sets (Mendelian and Non- Mendelian) [CR4c] Chi- Square Statistics Problem Sets [CR4c] EVOLUTION (Big Idea 1 and 3) Chapters 22-24 [CR4a] - The Genetic Architecture of Adaptations to High Altitude in Ethiopia - Q&A: Extinctions and the impact of Homo Activity: Case Study of Paley s, Lamarck s, and Darwin s Hypothesis of Evolution [CR3a, CR4a, CR5] Lab: Origin of Life (Carolina) [CR3a, CR3b, CR3d, and Lab: Natural Selection (Carolina) [CR3a, Lab: Artificial Selection (College Board) [CR3a, CR3c, and Lab: Mathematical Modeling: Hardy- (information) and Understanding 3.C (genetic variation) with Big Idea 1 (evolution) and Big Idea 4 (interactions) [CR3c] [ The viewing and discussion of Scanning Life s Matrix: Genes, Proteins, and Small Molecules exposes students to two top scientist and college professors and allows critical thinking of the human genome, genetic disorders, gene regulation, gene expression, and genetic exchange LO 3.13, 3.18, 3.19, 3.20, 3.21, 3.24, 3.40, and 3.42 [CR4c] The Origin of Life Big Idea 1 (evolution) and Understanding 1.D (origin of living systems) with Big Idea 2 (cellular processes) and Big idea 4 (interactions) [CR3a and CR5] incorporating SP1-7 [ The Artificial Selection
sapiens - What Makes Us Different? (Apes/Humans) - Lucy s Baby - The Naked Truth - Cooking Up Bigger Brains - Traces of a Distant Past - How Are We Evolving? - What May Become of Homo sapiens? [CR4a] Book review and summary of Your Inner Fish by Neil Shubin [CR3a, CR3d, CR4a, CR4d] Series Evolution: Fossils, Genes, and Mousetraps with class discussion [CR3a, CR3d, CR4a, CR4d, CR5] Series Evolution: Constant Change and Common Threads/Evo Devo with class discussion [CR3a, CR3c, CR4a, CR4c] Weinberg (College Board) [CR3a and Lab: Population Genetics and Hardy- Weinberg [CR3a, CR3c, Lab: Human PCR Toolbox with Alu element, VNTR locus, and Mitochondrial DNA (Edvotek) [CR3a, CR3c, Lab: Comparing DNA Sequences to Understand Evolutionary Relationships (College Board) [CR3a, CR3c, Big Idea 1 (evolution) and Understanding 1.A (change over time) with (information) [CR3a] [ The case study (to include a mammalian eye dissection) of Paley s, Lamarck s, and Darwin s hypothesis allows students to critically evaluate and justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today LO 1.16 [CR4a and CR5] Simple Life Form Evolution - Viruses - Bacteria - Cell Communication - Cell Specialization - Protist Hardy- Weinberg Problem Sets [CR4a] ORGANISMAL BIOLOGY (Big Idea 1 4) Chapters 11, 27-49 Lab: PCR HIV Replication (Edvotek) [CR3a, CR3c, CR3d, Lab: Bacteriology (Investigating Biology) The Cell Communication (information) and
Animal Evolution - Invertebrates - Vertebrates Animal Anatomy and Physiology - Human Evolution - Animal Adaptations - Emphasis on Organ System Specialization - Immune Responses - Nervous System Information Integration Plant Evolution - Plant Adaptations - Emphasis on Organ System Specialization [CR4a, CR4b, CR4c, CR4d] - Q&A: What is a pathogen? A question that begs the point - Different noses for different mice and men (G- protein receptors) - Neural Activity during Natural Viewing of Sesame Street Statistically Predicts Test Scores in Early Childhood - Statins Decrease Neuroinflammation and Prevent Cognitive Impairment after Cerebral Malaria - Enzyme are Crucial for Production of Plant Growth Hormone - Identification of Genes May Tell How Plants Recognize Pollen Series Viral Outbreak: The Science of Emerging Diseases with class discussion Series 2000 and Beyond: Confronting the Microbe Menace with class discussion CR3d, Lab: Cell Communication (Carolina) [CR3a, CR3c, Lab: The Protists (Investigating Biology) CR3d, Activity: Invertebrate Specimen Comparison (Teacher Designed) [CR3a, CR3c, CR4a] Lab: Terrestrial (Grasshopper) vs. Marine Invertebrate (Squid) Dissection CR3d, Activity: Vertebrate Specimen Comparison (Teacher Designed) [CR3a, CR3c, CR4a, CR4d] Lab: Osteichthyes (Perch) vs. Chondrichthyes (Shark) Dissection [CR3a, Lab: Aves/Pigeon Dissection [CR3a, Lab: Mammal/Fetal Pig Dissection [CR3a, Lab: Plant Transpiration (College Board) [CR3a, CR3b, CR3d, Lab: Plant Anatomy (Investigating Biology) CR3d, Understanding 3.D with Big Idea 1 (evolution) [CR3c] incorporating SP 3-7 [ The Transpiration Big Idea 4 (interactions) and Understanding 4.A (complex properties) with Big Idea 2 (cellular processes) and Big Idea 1 (evolution) [CR3d] incorporating SP 3-7 [ The various dissections are advanced/college level investigations that focus on Big Idea 1 (evolution), Big Idea 2 (cellular processes), (information), and Big Idea 4 (interactions). Each dissection has critical thinking question that guides the students in making connections between all four Big Ideas. This is the culmination to the year where the comprehensive analysis of knowledge is evaluated.